2019-2020 improvement plan roy j. smith middle school ... smit… · smith middle school has more...

Killeen Independent School District

Roy J. Smith Middle School

2019-2020 Improvement Plan

Roy J. Smith Middle SchoolGenerated by Plan4Learning.com 1 of 48

Campus #054October 21, 2019 8:55 am

Table of Contents

Comprehensive Needs Assessment 3Demographics 3Student Academic Achievement 5School Processes & Programs 17Perceptions 21

Goals 24Goal 1: Killeen ISD will equip and empower campus leadership, faculty, and staff to consistently provide research-based best practices, resulting infuture ready students. 24Goal 2: Killeen ISD will recruit, retain, and develop excellent, creative educators to maximize student achievement. 37Goal 3: Killeen ISD will engage all stakeholders in the work of developing lifelong learners through positive, collaborative relationships andmeaningful communication. 40Goal 4: Killeen ISD will provide a safe and healthy learning environment, and identify and address social, emotional, and behavioral distractors;thereby improving student achievement. 42Goal 5: Killeen ISD will effectively and efficiently manage district resources and operations to maximize learning opportunities for all students andstaff. 44

State Compensatory 47Personnel for Roy J. Smith Middle School: 47

Site-Based Decision Making Committee 48



Comprehensive Needs Assessment

Demographics

Demographics Summary

Roy J. Smith Middle School is the largest middle school in Killeen ISD with approximately 1293 students. We serve a diverse population of students whoare 34.18% Hispanic; .93% Indian; 2.32% Asian; 38.13% Black; 2.47% Pacific Islander; 14.39% White; 7.58% Two or more races; 9.82% LEP; and 5.88%ESL. We are located in southwest Killeen near the largest military installation, Fort Hood. As a result, 38% of our students are dependents of active militaryservice members. Additionally, 12.45% of our students are serviced under 504; 54.22% are considered at-risk; 56.3% are eligible for free/reduced lunch;7.35% are TAG; and 11.14% are serviced in special education.

Our campus is the site for the KISD STEM program at the middle school level. Approximately, 375 students attend our school as part of the program. Thesestudents have applied to be in the program and are selected through a lottery that reflects the demographics of KISD.

The administrative leadership consists of principal, three assistant principals, two counselors, an academic advisor, a librarian, an instructional specialist,and a campus technologist. The demographics of our staff closely resemble those of our students.

The staff at Smith Middle School believes that every child will be successful when presented with challenging and engaging lessons. In addition, SmithMiddle School will remain focused on incorporating technology into everyday lesson design and is committed to ensuring that the faculty and staff areprepared to instruct students on how to interface with the different types of technology. Smith Middle School has 34 teachers who are within their first fiveyears in the profession. Although we have a high percentage of teachers qualified to teach our Gifted and Talented students, with the addition of new staffmembers or teachers new to teaching GT students, we will have several teachers in need of the 30 hours of GT training this year.

The surrounding community of Roy J. Smith is also diverse. It is comprised of active duty military single soldiers, families, retired military, and civiliansfrom all over the world. As a result, there are several cultures and languages reflected in the community businesses and households. Smith Middle Schoolhas more than 200 community members that have completed volunteer applications and background checks. Approximately 15 of those have completed theKISD Volunteer Orientation in order to assist on campus with students and staff.

Demographics Strengths

Students at Roy J. Smith Middle School make up a strong and diverse student body. At every athletic, academic, and extra-curricular activity, the diversityis clear. Each student’s culture is valued and appreciated as it contributes to our campus mission. Our mission statement states, “Roy J. Smith Middle



School will be a student-centered environment that achieves high educational standards by promoting critical thinking, encouraging collaboration, andfostering cultural and social awareness.”

The staff of Roy J. Smith values collaboration and life-long learning. As a result, department PLCs meet every 10 days during a common conference periodto design engaging lessons and align curriculum vertically. During the PLC, teachers analyze data and plan interventions to bridge gaps in student learning.Continuous progress monitoring and implementation of interventions will help us achieve in this school year. Also, teachers are encouraged to pursueprofessional development that will help them meet students’ needs. Smith Middle School consists of highly qualified teachers that work collaboratively forthe success of all students. During the school year, grade-level PLCs will meet after school at least once a month. This time will be utilized designing cross-curricular projects and field-based instruction.

Teachers and staff are encouraged to build relationships with students that center around trust and understanding one another. The relationship betweenteachers and students is a research-based method to ensure student success and behavior.

In addition, the KISD mentor program provides a framework to help new teachers grow in their craft. Mentor teachers and buddies are chosen to supportnew teachers as they learn the district's initiatives and systems. Classroom observations by both the mentor and new teacher lead to collegial conversationsabout how to improve instruction to meet the needs of students.

Problem Statements Identifying Demographics Needs

Problem Statement 1: At least 3 teachers from 2019-20 are not yet qualified to teach Gifted and Talented students. Root Cause: The teachers are new toteaching TAG students and haven't had the required initial 30 hours of training.



Student Academic Achievement

Student Academic Achievement Summary

For our Language Arts, Math, Science, and Social Studies classes, teachers are provided common planning time to analyze student data such as MAPscores, common assessments, and STAAR data. The 2018-19 STAAR score results from April and May 2019 are listed below. After the re-test results,Smith Middle School had more than 80% pass STAAR Math and more than 75% pass STAAR Reading. However, the campus earned an overall rating of Bfrom TEA.

April 2019 STAAR Mathematics, Grade 8

Total Students RawScore

ScaleScore

PercentScore Approaches Meets Masters Date

TakenRoy J Smith Middle 340 27 1719 64.60% 81.18% 57.94% 18.53% 04/01/19American Indian/AlaskanNative 3 35 1848 84% 100% 100% 33.33% 04/01/19

Asian 5 30 1781 71.40% 80% 80% 40% 04/01/19Black/African American 141 25 1683 59.72% 75.89% 47.52% 9.93% 04/01/19Hispanic 117 28 1730 66.12% 82.91% 58.12% 22.22% 04/01/19Native Hawaiian/PacificIslander 10 31 1803 73.70% 90% 80% 50% 04/01/19

Two or More Races 18 29 1733 68.39% 88.89% 77.78% 11.11% 04/01/19White 46 29 1765 70.22% 86.96% 71.74% 28.26% 04/01/19Female 174 27 1721 65.27% 83.33% 59.20% 19.54% 04/01/19Male 166 27 1717 63.90% 78.92% 56.63% 17.47% 04/01/19First Year of Monitoring 5 27 1720 64.80% 80% 60% 40% 04/01/19LEP 28 21 1620 49.36% 53.57% 28.57% 7.14% 04/01/19Second Year ofMonitoring 8 32 1795 76.63% 100% 87.50% 37.50% 04/01/19

Special Ed Indicator 34 16 1554 38.79% 35.29% 8.82% 0% 04/01/19

April 2019 STAAR Reading, Grade 8


ScaleScore


TakenRoy J Smith Middle 373 31 1684 69.59% 76.68% 50.67% 25.47% 04/01/19Roy J. Smith Middle SchoolGenerated by Plan4Learning.com 5 of 48


April 2019 STAAR Reading, Grade 8


ScaleScore


TakenAmerican Indian/AlaskanNative 2 33 1697 74% 100% 50% 0% 04/01/19

Asian 10 38 1813 85.40% 90% 90% 90% 04/01/19Black/African American 150 29 1653 65.31% 72% 41.33% 16% 04/01/19Hispanic 124 31 1689 70.46% 77.42% 53.23% 25% 04/01/19Native Hawaiian/PacificIslander 12 29 1663 66% 75% 41.67% 25% 04/01/19

Two or More Races 27 33 1726 75.67% 85.19% 66.67% 33.33% 04/01/19White 48 33 1725 74.71% 81.25% 58.33% 39.58% 04/01/19Female 199 31 1696 71.09% 78.89% 52.76% 28.14% 04/01/19Male 174 30 1671 67.87% 74.14% 48.28% 22.41% 04/01/19First Year of Monitoring 9 36 1768 80.67% 88.89% 77.78% 66.67% 04/01/19LEP 27 23 1571 52.04% 48.15% 22.22% 3.70% 04/01/19Second Year ofMonitoring 9 38 1814 86.67% 100% 88.89% 66.67% 04/01/19

Special Ed Indicator 38 19 1526 43.84% 26.32% 10.53% 7.89% 04/01/19

May 2019 STAAR Social Studies, Grade 8


ScaleScore


TakenRoy J Smith Middle 373 26 3773 59.74% 71.31% 32.98% 13.67% 05/01/19American Indian/AlaskanNative 2 23 3587 52.50% 50% 0% 0% 05/01/19

Asian 10 34 4263 77.70% 90% 90% 50% 05/01/19Black/African American 147 25 3695 56.68% 67.35% 21.77% 8.16% 05/01/19Hispanic 125 26 3761 59.30% 70.40% 33.60% 12% 05/01/19Native Hawaiian/PacificIslander 12 27 3813 60.58% 66.67% 41.67% 25% 05/01/19

Two or More Races 28 28 3884 64.61% 85.71% 46.43% 21.43% 05/01/19White 49 28 3874 63.69% 75.51% 44.90% 20.41% 05/01/19



May 2019 STAAR Social Studies, Grade 8


ScaleScore


TakenFemale 199 26 3776 59.87% 71.36% 29.65% 13.57% 05/01/19Male 174 26 3770 59.59% 71.26% 36.78% 13.79% 05/01/19First Year of Monitoring 9 32 4078 71.78% 88.89% 77.78% 33.33% 05/01/19LEP 27 20 3415 44.63% 29.63% 7.41% 3.70% 05/01/19Second Year ofMonitoring 9 30 3975 67% 88.89% 44.44% 22.22% 05/01/19


May 2019 STAAR Science, Grade 8


ScaleScore



Asian 10 34 4489 81.20% 90% 90% 80% 05/01/19Black/African American 148 26 3854 62.77% 73.65% 37.16% 16.22% 05/01/19Hispanic 125 28 3985 67.67% 84% 51.20% 19.20% 05/01/19Native Hawaiian/PacificIslander 12 28 3953 65.92% 66.67% 41.67% 25% 05/01/19

Two or More Races 28 30 4096 70.64% 85.71% 67.86% 32.14% 05/01/19White 48 30 4156 71.98% 87.50% 52.08% 35.42% 05/01/19Female 199 29 4006 67.91% 83.42% 47.74% 23.12% 05/01/19Male 174 28 3942 65.59% 76.44% 47.70% 22.41% 05/01/19First Year of Monitoring 9 31 4222 74.56% 88.89% 88.89% 33.33% 05/01/19LEP 27 21 3504 50.81% 51.85% 14.81% 0% 05/01/19Second Year ofMonitoring 9 32 4286 76.89% 88.89% 88.89% 33.33% 05/01/19




Spring 2019 STAAR EOC, Algebra I


ScaleScore


TakenRoy J Smith Middle 145 46 4832 85.61% 98.62% 93.79% 85.52% 05/01/19American Indian/AlaskanNative 1 41 4333 76% 100% 100% 100% 05/01/19

Asian 9 51 5427 94.11% 100% 100% 100% 05/01/19Black/African American 44 45 4737 83.66% 95.45% 90.91% 81.82% 05/01/19Hispanic 53 46 4768 84.30% 100% 92.45% 81.13% 05/01/19Native Hawaiian/PacificIslander 7 46 4859 85.71% 100% 85.71% 85.71% 05/01/19

Two or More Races 13 48 4963 88.23% 100% 100% 92.31% 05/01/19White 18 48 4878 88.56% 100% 100% 94.44% 05/01/19Female 83 46 4817 84.81% 97.59% 92.77% 83.13% 05/01/19Male 62 47 4852 86.68% 100% 95.16% 88.71% 05/01/19First Year of Monitoring 7 49 5000 90.57% 100% 100% 100% 05/01/19LEP 4 27 3790 50.50% 100% 25% 0% 05/01/19Second Year ofMonitoring 5 52 5486 96.40% 100% 100% 100% 05/01/19


May 2019 STAAR Reading, Grade 6


ScaleScore


TakenRoy J Smith Middle 472 26 1567 64.43% 68.01% 31.14% 12.92% 05/01/19American Indian/AlaskanNative 6 27 1586 67% 66.67% 66.67% 33.33% 05/01/19

Asian 11 28 1607 70.91% 81.82% 45.45% 27.27% 05/01/19Black/African American 183 25 1548 61.54% 63.93% 24.59% 8.20% 05/01/19Hispanic 157 26 1570 64.73% 64.33% 29.94% 14.65% 05/01/19Native Hawaiian/PacificIslander 5 29 1611 72.80% 100% 40% 20% 05/01/19

Two or More Races 39 26 1564 64.79% 79.49% 28.21% 7.69% 05/01/19





ScaleScore


TakenWhite 71 28 1603 69.18% 76.06% 46.48% 19.72% 05/01/19Female 253 27 1581 66.74% 73.91% 33.60% 14.62% 05/01/19Male 219 25 1552 61.76% 61.19% 28.31% 10.96% 05/01/19First Year of Monitoring 11 26 1560 65.18% 90.91% 18.18% 0% 05/01/19LEP 42 21 1497 53% 38.10% 7.14% 2.38% 05/01/19Second Year ofMonitoring 10 30 1663 74.80% 80% 50% 40% 05/01/19




ScaleScore



Asian 9 30 1667 70.67% 88.89% 55.56% 44.44% 05/01/19Black/African American 154 27 1628 64.45% 76.62% 35.71% 14.29% 05/01/19Hispanic 157 28 1657 67.67% 77.71% 45.22% 30.57% 05/01/19Native Hawaiian/PacificIslander 14 27 1625 64.29% 78.57% 28.57% 7.14% 05/01/19

Two or More Races 29 26 1621 62.90% 68.97% 31.03% 17.24% 05/01/19White 67 28 1652 67.66% 76.12% 47.76% 26.87% 05/01/19Female 221 28 1651 67.51% 79.19% 44.80% 25.34% 05/01/19Male 213 27 1635 64.81% 74.65% 36.62% 20.19% 05/01/19First Year of Monitoring 13 32 1699 75.31% 100% 46.15% 30.77% 05/01/19LEP 26 19 1521 46.35% 38.46% 11.54% 3.85% 05/01/19Second Year ofMonitoring 11 33 1721 78.09% 100% 54.55% 54.55% 05/01/19






ScaleScore


TakenMay 2019 STAAR Mathematics, Grade 6


ScaleScore


TakenRoy J Smith Middle 473 22 1665 59.12% 86.05% 49.68% 20.51% 05/01/19American Indian/AlaskanNative 6 20 1621 52.67% 83.33% 50% 0% 05/01/19

Asian 11 27 1748 71.27% 100% 63.64% 45.45% 05/01/19Black/African American 184 20 1630 53.93% 78.80% 39.13% 15.22% 05/01/19Hispanic 157 23 1674 61.09% 91.08% 54.14% 19.75% 05/01/19Native Hawaiian/PacificIslander 5 24 1685 64.20% 100% 60% 20% 05/01/19

Two or More Races 39 23 1673 61.05% 89.74% 56.41% 23.08% 05/01/19White 71 25 1718 65.45% 88.73% 60.56% 32.39% 05/01/19Female 253 23 1664 59.29% 87.75% 49.80% 19.37% 05/01/19Male 220 22 1665 58.92% 84.09% 49.55% 21.82% 05/01/19First Year of Monitoring 11 24 1681 63.27% 90.91% 54.55% 27.27% 05/01/19LEP 42 19 1609 51.02% 80.95% 38.10% 7.14% 05/01/19Second Year ofMonitoring 10 27 1764 72% 90% 80% 50% 05/01/19


May 2019 STAAR Mathematics, Grade 7


ScaleScore


TakenRoy J Smith Middle 321 22 1652 54.79% 71.65% 38.63% 13.08% 05/01/19American Indian/AlaskanNative 2 26 1691 64% 100% 50% 0% 05/01/19

Asian 5 30 1780 75.80% 100% 80% 60% 05/01/19Black/African American 119 21 1640 53.08% 66.39% 38.66% 10.08% 05/01/19Hispanic 110 22 1654 54.78% 74.55% 38.18% 11.82% 05/01/19





ScaleScore


TakenNative Hawaiian/PacificIslander 9 16 1568 40.89% 44.44% 11.11% 0% 05/01/19

Two or More Races 25 22 1649 54.60% 76% 36% 4% 05/01/19White 51 23 1677 58.96% 76.47% 41.18% 25.49% 05/01/19Female 162 21 1634 52.05% 67.28% 34.57% 9.26% 05/01/19Male 159 23 1671 57.59% 76.10% 42.77% 16.98% 05/01/19First Year of Monitoring 10 25 1688 62.80% 100% 50% 10% 05/01/19LEP 21 14 1543 35.76% 33.33% 9.52% 0% 05/01/19Second Year ofMonitoring 7 25 1689 61.71% 85.71% 42.86% 14.29% 05/01/19

Special Ed Indicator 39 15 1546 36.67% 43.59% 2.56% 0% 05/01/19

May 2019 STAAR Writing, Grade 7


ScaleScore



Asian 9 32 4152 70.56% 77.78% 55.56% 44.44% 05/01/19Black/African American 154 28 3759 61.51% 67.53% 33.77% 5.84% 05/01/19Hispanic 156 29 3853 63.89% 69.87% 39.74% 12.18% 05/01/19Native Hawaiian/PacificIslander 14 30 3943 65.14% 64.29% 42.86% 21.43% 05/01/19

Two or More Races 29 29 3787 62.28% 75.86% 17.24% 10.34% 05/01/19White 66 30 3864 64.26% 68.18% 42.42% 13.64% 05/01/19Female 219 30 3899 65.34% 76.26% 41.10% 13.70% 05/01/19Male 213 28 3755 61.08% 62.44% 32.86% 8.45% 05/01/19First Year of Monitoring 13 33 4129 72.62% 100% 53.85% 15.38% 05/01/19LEP 24 21 3284 45.96% 25% 4.17% 0% 05/01/19Second Year ofMonitoring 11 32 3987 69.64% 90.91% 63.64% 9.09% 05/01/19





ScaleScore


TakenSpecial Ed Indicator 39 19 3154 40.79% 17.95% 5.13% 0% 05/01/19

7th Grade Approaches Meets MastersMath 71.65% 38.63% 13.08%Reading 76.96% 40.78% 22.81%Writing 69.44% 37.04% 11.11%

6th Grade Approaches Meets MastersMath 86% 49.7% 20.5%Reading 68% 31% 13%

8th Grade Reading Approaches Meets MastersAll Students 76.7% 50.7% 25.5%LEP 48% 22% 3.7%7th Grade Reading Approaches Meets MastersAll Students 77% 41% 23%LEP 38.5% 11.5% 4%6th Grade Reading Approaches Meets MastersAll Students 68% 31% 13%LEP 38% 7% 2.4%

8th Grade Gifted and TalentedTotal Students Scale Score Approaches

GLMeets GL Masters GL

Science 25 4767 96 96 84History 25 4314 96 92 64Math 19 1895 100 95 74Reading 25 1851 100 96 80





Math 13 1842 100 100 46Reading 27 1782 100 93 70Writing 27 4617 100 85 52



Math 43 1856 100 86 62Reading 43 1730 100 98 53

The percentage of GT students achieving Masters Grade Level is below 80% for all grade levels and subjects with the exception of 8th grade Science and8th grade Reading. 7th grade math is below 50% and 7th grade writing and 6th grade reading is below 60%. Increasing opportunities for real worldexperiences and exposure to concrete application of the TEKS should result in an increase in the percentage of GT students achieving Masters Grade Level.

8th Grade At Risk

Total Students Scale Score ApproachesGL Meets GL Masters

GLScience 234 3720 68.38% 26.07% 5.13%History 233 3591 54.51% 16.74% 5.58%Math 230 1668 84.34% 44.35% 6.52%Reading 231 1626 63.64% 30.30% 9.96%

7th Grade At Risk


GLMath 213 1601 58.69% 21.60% 4.69%Reading 262 1589 62.98% 22.90% 8.02%Writing 260 3559 51.54% 14.62% 1.92%



6th Grade At Risk


GLMath 259 1601 75.68% 29.34% 7.34%Reading 258 1499 43.41% 8.53% 1.16%

8th Grade Career/Technical EducationTotal Students Scale Score Approaches


Science 167 3728 70 28 9History 166 3903 77 43 17Math 118 1680 74 51 10Reading 164 1667 74 51 20

In Math, teachers focus on hands on, collaborative lessons to engage students. All math teachers will provide tutoring before or after school to assiststudents in need of additional math help. Teachers will plan collaboratively and will observe one another to enhance strategies.

In Language Arts, teachers will focus on reading and writing skills with an emphasis on how the two components are related. We will have two dyslexiateachers to work with small groups of students on phonemic awareness and comprehension strategies. Accelerated Language Arts will be provided forstudents who failed STAAR Reading during the previous school year. The classroom teachers will monitor students' progress throughout the year. MAP(Measure of Academic Progress) testing will help teachers design interventions.

In Social Studies, teachers will work within their department to horizontally and vertically align curriculum while following the district's scope andsequence. Teachers will use data from common assessments to make decisions on interventions to reach students who need assistance.

In Science, teachers will spiral in content throughout the year to clear up misconceptions for students. Teachers will plan vertically and horizontally tochallenge students and relate the material to real-world experiences.

Student Academic Achievement Strengths

For our Language Arts, Math, Science, and Social Studies classes, teachers analyze student data such as MAP scores, common assessments, and STAARdata. Smith Middle School had more than 80% pass STAAR Math and more than 75% pass STAAR Reading.



Roy J. Smith attributes our academic achievement to tutorials that are offered before and after school and on Saturdays. These tutorials include answeringstudents’ questions, teaching targeted intervention lessons, re-teaching hard-to-learn TEKS, and practicing test-taking strategies. In addition, parents arecontacted for these events in ensure student attendance. Also, students are given individualized invitations to get them to attend the interventions that aremost needed.

Our STEM program plans cross-curricular activities for grade level that engage students and immerse them in their learning. These projects encouragecritical thinking, real-world application, and collaborative student-centered activities.

In addition, our academic achievement includes

8th grade STAAR Math scores were above 85% for our students.Student STAAR data reports show more than one sub-population have 100% passing rate on STAAR mathematics.Student pull-out for 8th grade students needing to retest on STAAR was successful and maintained fewer than 10:1 ratio of students to teacher.STEM Academy achieved more than 95% passing as 7th grade students who took 8th grade STAAR Math test, which is a year above grade level.Project-based Learning both in the STEM academy and in cross-curricular activities showed success in STAAR Math and Reading scores.

Problem Statements Identifying Student Academic Achievement Needs

Problem Statement 1: The percentage of students at Approaches Grade Level in 6th grade reading and 7th grade writing is below 70%. The percentage ofstudents at Approaches Grade Level in 7th and 8th grade math, 7th and 8th grade reading, and 8th grade social studies is below 80%. Root Cause: Teachersare not collaboratively planning lessons at the depth and complexity specified by the TEKS.

Problem Statement 2: The percentage of GT students achieving Masters Grade Level is below 60% in 7th grade math and 7th grade writing. Thepercentage of GT students achieving Masters Grade Level is below 70% in 8th grade social studies and 6th grade math. Root Cause: TAG students do nothave consistent access to post-secondary education opportunities that would provide real-world application of the TEKS.

Problem Statement 3: English Language Learners and LEP students scored lower on STAAR Reading than the school average at all grade levels. RootCause: There is not a systemic approach to teaching academic vocabulary.

Problem Statement 4: At-risk students and students in special education at all grade levels scored below the campus average on all state assessments. RootCause: Interventions have not been implemented with fidelity to individualize instruction of at-risk students.

Problem Statement 5: 8th grade Career and Technology students scored below the 8th grade campus average on all state assessments with the exception ofthe social studies test. Root Cause: Career and Technology students do not have consistent access to real world, concrete examples of how their learningtransfers to their futures.

Problem Statement 6: ELL students scored at least 25% lower than the school average on all state assessments with the exception of the 6th grade math



test. Root Cause: Teachers of English language learners do not consistently use available resources to immerse the students in the English language.



School Processes & Programs

School Processes & Programs Summary

Curriculum, Instruction, Assessment, & Technology

Our curriculum is delivered through a framework and the lens of the TEKS Resources, ensuring that the TEKS (Texas Essential Knowledge and Skills) areaddressed in all subjects. Instruction is primarily provided in the classroom setting where a variety of methods are implemented to ensure success for all.Students are provided opportunities to use technology in all subject areas.

Our academic program is designed to meet the unique needs of the adolescent with emphasis on all learners. Programs are designed for the talented andgifted, special education, and students with need for improvement and support from other special programs. Pre-AP courses provide students with anopportunity for learning that prepares them for the rigor of Advanced Placement (AP) courses in high school. Assessments provide data for teachersprimarily to determine student need, growth, and potential. This data is gathered in a number of ways to include teacher-made tests, state assessments,teacher observations, common unit assessments (CUAs), as well as Math, Reading, and Science universal screenings (MAP).

Special education students are served by regular education as well as special education, either in an inclusive learning environment or resource setting. OneFASP Skills class is provided (Functional Academic Skills Program). The STEM Academy on our campus provides project-based learning for students atan advanced curriculum level. This program provides students an opportunity to achieve post-secondary success in their high school years.

Each grade level serves as the students’ core team, where teachers collaboratively plan instruction while focusing on meeting the needs of the studentsthrough differentiation. Teachers have expressed a concern over time for planning and analyzing data together. They have also expressed a concern overimplementing differentiated instruction and believe that additional resources are needed to facilitate this process. This team structure promotes positivecommunication, integrated and interdisciplinary lessons, team teaching, and flexible scheduling. Our teachers teach six of the eight periods. Each teacherhas a conference period each day. Teachers meet in designated PLCs every ten days.

Student data is used by staff to determine programs and progress to make decisions for implementation of various initiatives. The Response to Intervention(RTI) program is used to establish communication between parents and teachers when students are unsuccessful or when additional resources are neededand when interventions are added. The tiers of RtI increase the intensity of intervention and may determine the need for additional services or testing for thestudent in need.

The academic day is organized around eight periods. Students take eight 48 minute classes and a 30 minute lunch period. Courses are offered in specialeducation, regular education, gifted education and pre-advanced placement. For at-risk students that failed the previous year’s STAAR Math, an additionalperiod of Accelerated Math will be taken as part of Tier II RTI. For at-risk students that failed the previous year’s STAAR Reading, an additional period ofAccelerated Language Arts will be taken as part of Tier II RTI.



All students are required to take the core curriculum: Language Arts, Mathematics, Science and Social studies. Sixth graders must take a reading class aswell. Enrichment and elective courses are offered in theater arts, choir, band, art, Spanish, AVID, career investigation, computer literacy, teen leadership,physical education, pre-athletics, and athletics.

Technology is a vital part of parent/teacher communication. Home Access Center is a resource available to parents for checking student assignments andgrades. Schoology contains information about teacher expectations, class assignments, teacher contact information, and links to additional educationalresources. Communication also occurs through the campus website, Facebook site, and through announcements. Methods of assessment for continuedimprovement in technology use and resources at Smith include BrightBytes, the 8th grade Computer Literacy Exam, personal communication with teachers,and an annual inventory and assessment of technology equipment. Within the next year, teachers will receive training on the implementation andinstructional design for seamless use of technology in the classroom.

At the end of our 2018-19 school year, approximately 700 of 1293 students were involved in an extracurricular activity, which included participation inathletics, band, choir, theater arts, Academic UIL, or one of several clubs on campus.

Personnel and Organization

Roy J. Smith Middle School consists of highly qualified teachers that work collaboratively for the success of all students. During the 2019-20 school year,department PLCs will meet every 10 days during a set conference period. Additionally, grade level PLCs will meet after school at least once a month. Theseprofessional learning communities design rigorous lessons using multiple resources to include TEKS Resource Center.

The staff at Smith Middle School believes that every child will be successful when presented with challenging and engaging lessons. In addition, SmithMiddle School will remain focused on incorporating technology into everyday lesson design and is committed to ensuring that the faculty and staff areprepared to instruct students on how to interface with the different types of technology.

The campus decision making process is led by a Site Based Decision Making (SBDM) team, whose membership is composed of teachers, administrators,parents, community members, and business leaders. The campus principal provides the leadership for the SBDM. The Campus Conduct Committee and theCampus Employee Advocacy Committee meet monthly to address issues that are the staff needs. In addition, each Wednesday, there is a meeting afterschool to include as many staff members as possible. The first Wednesday is for Grade Level and Department Lead teachers. The second is for teachers tomeet with their Grade Level PLC. The third Wednesday is a faculty meeting. The fourth Wednesday is for SBDM and any other committee meetings, suchas AVID Site team.

All faculty and professional staff have access to an individual computer for instructional purposes. Additionally, teachers are assigned an iPad forinstructional purposes. Ongoing professional development in the use of classroom management software, curriculum planning software, and researchdatabases is provided by the campus technologist and the campus librarian during PLC department meetings or after school. Additional professionaldevelopment opportunities are provided by the district in the form of classes available during the school year.

Students are expected to use technology to communicate with teachers, develop and present assignments, and to utilize available software to acquire andreinforce skills. Teachers have Schoology sites designed to communicate with students and parents. The school has three stationary computer labs, sixmobile labs, and three mobile iPad labs available for student use. Software and web-based programs like Success Maker, Schoology, Eduphoria, and aRoy J. Smith Middle SchoolGenerated by Plan4Learning.com 18 of 48


variety of research databases are utilized by students both from school and home. Online advanced courses such as Geometry are available for students inthose classes.

To assist teachers who are new to the profession or new to Smith Middle School and aid in retaining these professionals, Roy J. Smith provides mentorsand/or buddy teachers. This allows for collegial conversations and reflective practices that lead to student success. Mentor teachers meet regularly with theirproteges in addition to observing classes to provide feedback. This aids the new teachers while they acclimated to KISD and Roy J. Smith in order to retainthose teachers in the profession and in our district.

Administration

The core team of Smith Middle School consists of our principal, three assistant principals, a CIS, an academic advisor, two counselors, a technologist, and alibrarian. The team’s role on campus is to facilitate the academic environment by supporting our teachers, staff, students, and parents. This is done bymaintaining open communication between stakeholders to include surveys, outreach, white board communication, meetings, volunteers, and committees.

School Processes & Programs Strengths

Smith Middle School has several structures in place to ensure that the best possible education is delivered to our students. There is an open-doorcommunication policy where teachers and staff are encouraged to voice concerns and suggestions. This can be done in person, through surveys, duringvarious meetings, or by writing on the white board in the work room. Stakeholders are part of the decision-making process. Professional development isplanned based on the needs expressed by staff in accordance with district initiatives such as the Gradual Release of Responsibility model.

The administration wishes to support staff and initiatives by providing the tools necessary, such as iPads and various technology in classrooms. As part ofthis, the master schedule is designed so that departments have a common planning/conference time to plan lessons/assessments together. Time is alsoprovided for grade-level meetings where the entire grade level can come together and discuss items and events that are pertinent to them specifically.

Assessments provide data for teachers primarily to determine student need, growth, and potential. This data is gathered in multiple ways, including (but notlimited to) teacher-made tests, state assessments, teacher observations, common assessments, and Math and Reading MAP scores. Student data is used bythe instructional staff to determine programs and progress, in addition to making decisions for implementation of various initiatives. Our curriculum isimplemented through a framework and the lens of the TEKS Resource System, ensuring that the TEKS are implemented in all subjects. Instruction isprimarily provided in the classroom where a variety of methods are utilized to ensure success for all. We have numerous initiatives in place to supplementand enhance student learning in various settings, including Saturday school sessions on hard-to-learn standards.

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: Teachers struggle to provide students with differentiated activities. Root Cause: Teachers do not have adequate supplemental



materials.

Problem Statement 2: Not every Smith Middle School student is involved in extra-curricular activities and programs. Root Cause: As a third-yearcampus, students are not aware of clubs and organizations available to them.

Problem Statement 3: Teachers do not have time to plan common lessons and assessments and analyze data together within their departments and gradelevels. Root Cause: Some teachers teach multiple subjects or grade levels and therefore, do not have a common planning time.



Perceptions

Perceptions Summary

Student, Staff & Parent Engagement

Roy J. Smith Middle School will invite parents and community members to multiple events throughout the year in order to create a relationship betweenschool and home. The school plans to host events such as Academic Awards ceremonies, the Multi-cultural Program, STEM Parent Nights, NJHSInduction, band concerts, choir concerts, plays/musicals, art shows, AVID College Fair, Texas Performance Standards Project (TPSP) presentations, talentshow, pep rallies, and boys and girls’ athletic events. At the end of 2018-19 school year, there were more than 200 volunteers on the approved list for Roy J.Smith Middle School. In the 2019-20 school year, we are looking to increase this number by 100% through Connect Ed. calls and social mediaadvertisements. We want our parents and community members to actively participate in school events. This involvement of students and staff leads to thestudent attendance rate of more than 95% daily.

Like in our previous school year, the majority of our staff will continue at Roy J. Smith. A few teachers will be leaving due to military commitments offamily members or due to relocating from the area. This retention rate is due in part to mentoring relationships and a family environment that is inclusive.

School counselors and assistant principals work together to conduct peer mediation so that students feel comfortable and safe in their learning environment.Additionally, students who return from a DAEP meet with counselors on a regular basis. Mentoring relationships are also provided to assist students in theirtransition back to campus.

Faculty and staff provide a safe school environment in a multiple ways including being on duty at various locations around the campus, before, during, andafter school. Supervision is provided whenever that students are on campus, to include extra-curricular activities at night and on weekends. All visitors tothe campus are required to check in the front office and obtain a school visitor's badge.

Additionally, we follow the district-wide classroom management framework. Smith's campus management plan is outlined the modules of building positiverelationships, establishing expectations, monitoring student behavior, and providing a system of interventions. Additionally, each teacher is required todesign a classroom management plan that is aligned with the campus and district plan which the teacher can implement in his/her own classroom.

The Campus Conduct Committee monitors the overall results of student referrals and safety issues to determine ongoing concerns. The use of the studentidentification cards is vital for tracking and identifying students with behavioral issues. The continued focus for refining campus procedures in the commonareas of halls, stairwells, gym, outside, and cafeteria will allow for continuity within the campus environment.

Professional Practice

At Roy J. Smith, we plan professional development based on the needs of our students and staff in accordance with district initiatives. We utilize surveysthat ask teachers their needs for professional development and technology in addition to holding various meetings and PLC discussions on the topic. TheRoy J. Smith Middle SchoolGenerated by Plan4Learning.com 21 of 48


technology survey administered in the spring of 2019 showed that 53% of teachers never ask their students to create art, music, movies, or podcasts online,and 68% never ask their students to create models, simulations, or animations online. Additionally, 76% of teachers never ask their students to give orreceive feedback online to their classmates and 70% of teachers never require their students to write online.

We also analyze various student data and look at which groups of students need intervention in specific areas. Once we have those pieces of information, wedesign our Momentum Plan for the year. The Momentum Plan is a living document that can be altered based on how the needs change throughout the year.Once we know what professional development is needed, we seek professionals that have the knowledge to present. These professionals may be teachers orstaff members on campus or may be an outside source.

Programs and Opportunities for Students

In Math, teachers focus on hands on, collaborative lessons to engage students. All math teachers will provide tutoring before or after school to assist at-riskstudents in need of additional math help. Teachers will plan collaboratively and will observe one another to enhance strategies. Accelerated Math will beprovided for students who failed STAAR Math during the previous school year. MAP (Measure of Academic Progress) testing will help teachers designinterventions and enrichment.

In Language Arts, teachers will focus on reading and writing skills with an emphasis on how the two are related. We will have two teachers to work withsmall groups of dyslexic students on phonemic awareness and comprehension strategies. Accelerated Language Arts will be provided for students whofailed STAAR Reading during the previous school year. The classroom teachers will monitor students' progress throughout the year. MAP (Measure ofAcademic Progress) testing will help teachers design interventions and enrichment.

In Social Studies, teachers will work within their department to horizontally and vertically align curriculum while following the district's scope andsequence. Teachers will use data from common assessments to make decisions on interventions to reach students who need assistance. MAP (Measure ofAcademic Progress) testing will help teachers design interventions and enrichment.

In Science, teachers will spiral in content throughout the year to clear up misconceptions for students. Teachers will plan vertically and horizontally tochallenge students and relate the material to real-world experiences. Labs and demonstrations will be conducted with and for students to form and testhypotheses and draw conclusions based on their findings. These assessments and other data will help teachers design interventions and enrichment.

The STEM Academy of Roy J. Smith Middle School will plan grade-level project-based learning utilizing one-to-one technology in classrooms. Theseactivities focus on incorporating each subject into a project that allows students the opportunity to develop critical thinking and problem-solving skills.

In our Career Investigations course and Computer Literacy courses, eighth graders are provided exposure to various avenues they can pursue beyond highschool. These include college courses, career and military options, and trade license opportunities.

Procedures

Technology is available for teachers to reserve through Eduphoria in order to integrate technology into their classrooms. This includes Virtual RealityGoggles that students wear to go on virtual field trips and examine things they may not otherwise see. Other items for checkout include laptops and iPads.



As students transition from 5th to 6th grade and then from 8th to 9th grade, there are procedures in place to ease the stress felt by students and parents. Whenstudents are transitioning from 5th to 6th grade, they are invited to Cub Camp in the summer. This grants them access to our building and the sixth gradeteachers. At Cub Camp, students are taught rules and procedures for how to be a Smith Leopard. Likewise, when our 8th graders are getting ready to leaveus and head to the high schools, we plan field trips to their feeder school. This allows the 8th graders to experience a tour of the high school, a pep rally, andgain exposure to all of the clubs and activities that are available at that level.

Our school counselors recognize a character trait every month and conduct an advisory lesson on it. These advisory lessons also include preventionstrategies for bullying, drug use, violence and suicide prevention, and healthy coping behaviors. Additionally, the staff of Roy J. Smith receives training onhow to spot abused or neglected children, prevent bullying, and assist struggling students.

Perceptions Strengths

Roy J. Smith Middle School celebrates the accomplishments of its students through multiple academic pep rallies that are held throughout the year. Inaddition, students will be celebrated for academic achievement each year. Smith supports both strong fine arts and athletics programs. In addition, thefaculty will implement a "Star Leopard" program to celebrate the positive choices made by students on a regular basis throughout the 2019-20 school year.

Smith will celebrate the diverse cultures this school year with the multi-cultural assembly. Our campus will be home to approximately 25 clubs for studentsto join. A few of the clubs may include The Skin You're In, Athletics, AVID, Library, Robotics, Smith Ambassadors, and KPop.

Due to parents and community members being invited to activities where the students' talents are on display, Smith will be able to document the number ofparents and community members that visit the school. Additionally, surveys will often be available to gain feedback from visitors. This will allow our staffto reflect on the relationship between the school and community.

Problem Statements Identifying Perceptions Needs

Problem Statement 1: Smith Middle School has less than 20% of parents on its approved volunteer list. Root Cause: Volunteer recruitment was notadvertised via social media or automated phone calls.

Problem Statement 2: Teacher survey shows that staff does not fully integrate available technology due to the need for additional training to engagestudents. Root Cause: 34 teachers have five years or less in the profession and lack experience integrating technology.

Problem Statement 3: Teacher survey shows that staff does not integrate technology due to lack of availability of technology. Root Cause: The campusdoes not have enough technology available to for teachers to check out and use with students.



GoalsRevised/Approved: September 10, 2019

Goal 1: Killeen ISD will equip and empower campus leadership, faculty, and staff to consistently provideresearch-based best practices, resulting in future ready students.

Performance Objective 1: At least 90% of students will be successful on the Reading STAAR in 2020.

Evaluation Data Source(s) 1: STAAR 2020 Reading Results

Summative Evaluation 1:

Strategy Description Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeNov Jan Mar June

1) Provide a planning day for each gradingperiod for ELA teachers to collaborativelyreview data and develop lessons utilizingresearch-based, best practice to ensure successfor each student.

AdministrationLead Teacher

Teachers will have common lessons andassessments from which they can gather data andplan intervention.

Problem Statements: School Processes & Programs 3

2) The special education department will initiatea weekly meeting to track needed interventionfor special education students. This will addresssystem safeguards.

Mr. Wolf Students in Special Education will showimprovement on 2020 STAAR tests.

Problem Statements: Student Academic Achievement 4

3) Provide field-based instruction to TAGstudents where math and science can beexperienced in real-life scenarios.

Chad WolfRachel Bailey

Increased engagement and achievement in Mathand Science curriculum application.

Problem Statements: Student Academic Achievement 24) Language Arts teachers will provideengaging texts and online activities todifferentiate and supplement the adoptedcurriculum.

Chad WolfKelly WhiteMargaret Fulcher

At-risk students will show gains in identifiedareas in reading and writing.

Problem Statements: School Processes & Programs 1Funding Sources: 166 - State Comp Ed - 900.00





Additional Targeted Support Strategy5) Additional Targeted Support will be providedto students comprising two or more races inReading through after school tutoring andSTAAR Academies in order to increaseacademic achievement status meeting gradelevel standard from 37% to at least 56%.

Chad WolfRachel BaileyLead Teacher

Students comprising two or more races will showan increase in Reading scores.

Problem Statements: Student Academic Achievement 1

= Accomplished = Continue/Modify = No Progress = Discontinue

Performance Objective 1 Problem Statements:

Student Academic AchievementProblem Statement 1: The percentage of students at Approaches Grade Level in 6th grade reading and 7th grade writing is below 70%. The percentage of students at Approaches GradeLevel in 7th and 8th grade math, 7th and 8th grade reading, and 8th grade social studies is below 80%. Root Cause 1: Teachers are not collaboratively planning lessons at the depth andcomplexity specified by the TEKS.Problem Statement 2: The percentage of GT students achieving Masters Grade Level is below 60% in 7th grade math and 7th grade writing. The percentage of GT students achievingMasters Grade Level is below 70% in 8th grade social studies and 6th grade math. Root Cause 2: TAG students do not have consistent access to post-secondary education opportunitiesthat would provide real-world application of the TEKS.

Problem Statement 4: At-risk students and students in special education at all grade levels scored below the campus average on all state assessments. Root Cause 4: Interventions havenot been implemented with fidelity to individualize instruction of at-risk students.

School Processes & ProgramsProblem Statement 1: Teachers struggle to provide students with differentiated activities. Root Cause 1: Teachers do not have adequate supplemental materials.

Problem Statement 3: Teachers do not have time to plan common lessons and assessments and analyze data together within their departments and grade levels. Root Cause 3: Someteachers teach multiple subjects or grade levels and therefore, do not have a common planning time.



Goal 1: Killeen ISD will equip and empower campus leadership, faculty, and staff to consistently provide research-based best practices, resulting in futureready students.

Performance Objective 2: At least 90% of students will be successful on Math STAAR in 2020.

Evaluation Data Source(s) 2: 2020 Mathematics STAAR Results




1) Provide a planning day during each gradingperiod for Math teachers to collaborativelyreview data and develop lessons utilizingresearch-based, best practice to ensure successof at-risk students.


Teachers will have common lessons andassessments from which they can gather data andplan intervention for at-risk learners.

Problem Statements: Student Academic Achievement 1, 4

2) Math teachers will attend CAMT training tolearn strategies to address the needs of At-Riskstudents. They will bring back materials andstrategies to share with the department.


Teachers will teach their colleagues strategies toincrease student achievement.

Problem Statements: Student Academic Achievement 1, 4 - School Processes & Programs 1Funding Sources: 166 - State Comp Ed - 1500.00

Additional Targeted Support Strategy3) Additional Targeted Support will be providedto students comprising two or more races inMath through after school tutoring and STAARAcademies in order to increase academicachievement status meeting grade levelstandards from 41% to at least 54%.

Chad WolfRachel BaileyLead Teachers

Students comprising two or more races willincrease their STAAR scores in Math.


Additional Targeted Support Strategy4) Additional Targeted Support will be providedto students comprising two or more racesthrough after school tutoring and STAARAcademies in order to increase Student SuccessSTAAR Component from 45% to 55%.


Students comprising two or more races will showan increase in the Student Success STAARComponent.






Additional Targeted Support Strategy5) Additional Targeted Support will be providedto students identified as Asian through afterschool tutoring and STAAR Academies in orderto increase Student Success STAAR Componentfrom 68% to 73%.


Students identified as Asian will show anincrease in Student Success STAAR Component.




Student Academic AchievementProblem Statement 1: The percentage of students at Approaches Grade Level in 6th grade reading and 7th grade writing is below 70%. The percentage of students at Approaches GradeLevel in 7th and 8th grade math, 7th and 8th grade reading, and 8th grade social studies is below 80%. Root Cause 1: Teachers are not collaboratively planning lessons at the depth andcomplexity specified by the TEKS.






Performance Objective 3: At least 80% of all 8th graders will be successful on the Social Studies STAAR in 2020.

Evaluation Data Source(s) 3: 2020 STAAR Results




1) Provide a planning day during each gradingperiod for Social Studies teachers tocollaboratively review data and develop lessonsutilizing research-based, best practice to ensuresuccess of at-risk students.



Problem Statements: Student Academic Achievement 1, 5 - School Processes & Programs 1




Problem Statement 5: 8th grade Career and Technology students scored below the 8th grade campus average on all state assessments with the exception of the social studies test. RootCause 5: Career and Technology students do not have consistent access to real world, concrete examples of how their learning transfers to their futures.





Performance Objective 4: Science: 80% of all 8th grade students will meet expectations or better on the 2020 STAAR test.

Evaluation Data Source(s) 4: 2020 Science STAAR Results




1) Provide a planning day during each gradingperiod for Science teachers to collaborativelyreview data and develop lessons utilizingresearch-based, best practice to ensure successof at-risk students. Lessons will be designed in such a way as toprovide instruction that addresses systemsafeguards.




2) Science teachers of At Risk students willattend CAST training to bring back strategiesand materials to share with the department toassist at-risk students.

Chad WolfRachel BaileyScience LeadTeacher

Teachers will teach their colleagues strategies toincrease student achievement.

Problem Statements: Student Academic Achievement 1, 4Funding Sources: 166 - State Comp Ed - 2000.00








Performance Objective 5: At least 80% of all 7th graders will be successful on the Writing STAAR in 2020.

Evaluation Data Source(s) 5: 2020 Writing STAAR Data




1) Provide a planning day during each gradingperiod for ELA teachers to collaborativelyreview data and develop lessons utilizingresearch-based, best practice to ensure successof at-risk students.



Problem Statements: Student Academic Achievement 1, 3, 4 - School Processes & Programs 3




Problem Statement 3: English Language Learners and LEP students scored lower on STAAR Reading than the school average at all grade levels. Root Cause 3: There is not a systemicapproach to teaching academic vocabulary.


School Processes & ProgramsProblem Statement 3: Teachers do not have time to plan common lessons and assessments and analyze data together within their departments and grade levels. Root Cause 3: Someteachers teach multiple subjects or grade levels and therefore, do not have a common planning time.




Performance Objective 6: Smith Middle School will show growth on targeted student learning objectives within grade-level departments.

Evaluation Data Source(s) 6: 2020 STAAR Data, MAP data, Common Assessments




1) Teachers will utilize research-based, bestpractice strategies (such as learning targets,success criteria, and the gradual release ofresponsibility framework) to meet the needs ofall students including at-risk, 504, SpecialEducation, and Gifted & Talented utilizing theGradual Release of Responsibility model.


Student improvement on hard-to-learn TEKS


2) Provide an Instructional Aide to assist At-Risk Learners in classes via push-in.

Chad Wolf Improved Science and History ScoresProblem Statements: Student Academic Achievement 4Funding Sources: 166 - State Comp Ed - 22985.00

3) Teachers will collaboratively review data anddevelop lessons utilizing research-based, bestpractices (such as learning targets, successcriteria, and the gradual release of responsibilityframework) to ensure success of at-riskstudents.



Problem Statements: Student Academic Achievement 4 - School Processes & Programs 3Funding Sources: 166 - State Comp Ed - 11000.00

4) Smith will provide after-school tutorials tohelp students succeed academically.

Chad WolfTeachers

Student improvement on hard-to-learn TEKS

Problem Statements: Student Academic Achievement 4 - Perceptions 25) Smith will offer STAAR Academies/tutorialstargeting at-risk learners in order to improveacademic skills in Reading, Writing, Math,History, and Science.


At-risk students' STAAR Academy attendancewill start to close the achievement gap.

Problem Statements: Student Academic Achievement 1, 4 - School Processes & Programs 1Funding Sources: 166 - State Comp Ed - 11300.00





6) Smith will integrate technology (such as iLitand Imagine Math) into intervention lessonsdesigned to target at-risk students.

Chad WolfRachel BaileyBrandiCummingsKevin Thibeault

At-risk students will improve individualacademic skills allowing them to close theachievement gap.

Problem Statements: Student Academic Achievement 3, 4Funding Sources: 166 - State Comp Ed - 38853.20




Problem Statement 3: English Language Learners and LEP students scored lower on STAAR Reading than the school average at all grade levels. Root Cause 3: There is not a systemicapproach to teaching academic vocabulary.



Problem Statement 3: Teachers do not have time to plan common lessons and assessments and analyze data together within their departments and grade levels. Root Cause 3: Someteachers teach multiple subjects or grade levels and therefore, do not have a common planning time.

PerceptionsProblem Statement 2: Teacher survey shows that staff does not fully integrate available technology due to the need for additional training to engage students. Root Cause 2: 34 teachershave five years or less in the profession and lack experience integrating technology.




Performance Objective 7: All AVID students will achieve college readiness skills that will prepare them to succeed in rigorous curricula, entermainstream activities in school, and increase their opportunities to enroll in four-year colleges.

Evaluation Data Source(s) 7: Student's interest in pursuing further education after high school.




1) AVID Site-team Meetings are held monthlyinvolving staff, parents, and students.

Monika Callegari Increase students' knowledge of collegepreparation

Problem Statements: School Processes & Programs 22) Once per nine weeks, AVID will host FamilyNight and increase parent involvement duringsite team meetings.

Monika Callegari Increase parents and students' knowledge ofcollege preparation.

Problem Statements: School Processes & Programs 23) Ensure all AVID students are enrolled in atleast one rigorous course of study.

Monika CallegariChristina RiveraMonique Turner

Increase students' knowledge in collegepreparation.

Problem Statements: Student Academic Achievement 1, 54) Actively recruit members for the AVID SiteTeam as well as AVID elective teachers andtutors.

Monika CallegariMonique TurnerChristina Rivera


Problem Statements: School Processes & Programs 25) AVID students will participate in PSATAssessments.

Mrs. CallegariRachel Bailey


Problem Statements: School Processes & Programs 26) Increase enrollment in the AVID program bybringing in former AVID students. Additionally,speak to incoming 6th graders during theircampus visit.

Monika CallegariAVID Site Team



7) AVID strategies will be implementedthroughout core classes school wide.

Mrs. CallegariRachel BaileyChad Wolf







8) Provide teachers and administratorsprofessional development at AVID SummerInstitute in order to increase implementation ofAVID strategies and differentiation with TAGstudents.

Chad WolfMonika CallegariAVID Site Team

Increase differentiation for TAG students.

Problem Statements: Demographics 1 - School Processes & Programs 1



DemographicsProblem Statement 1: At least 3 teachers from 2019-20 are not yet qualified to teach Gifted and Talented students. Root Cause 1: The teachers are new to teaching TAG students andhaven't had the required initial 30 hours of training.


Problem Statement 5: 8th grade Career and Technology students scored below the 8th grade campus average on all state assessments with the exception of the social studies test. RootCause 5: Career and Technology students do not have consistent access to real world, concrete examples of how their learning transfers to their futures.


Problem Statement 2: Not every Smith Middle School student is involved in extra-curricular activities and programs. Root Cause 2: As a third-year campus, students are not aware ofclubs and organizations available to them.




Performance Objective 8: Smith Middle School will close the achievement gap for the English Language Learner.

Evaluation Data Source(s) 8: 2020 STAAR Data, MAP data




1) Provide language acquisition support throughreading and technology (such as iLitELL) to theEnglish Language Learner to ensure theiracademic success.

Ms. CarrionMs. BridgeELA Department

Increased achievement for the English LanguageLearner.

Problem Statements: Student Academic Achievement 3, 6 - School Processes & Programs 1Funding Sources: 165/ES0 - ELL - 5806.50, 263 - ESEA, Title III Part A - 1998.70



Student Academic AchievementProblem Statement 3: English Language Learners and LEP students scored lower on STAAR Reading than the school average at all grade levels. Root Cause 3: There is not a systemicapproach to teaching academic vocabulary.

Problem Statement 6: ELL students scored at least 25% lower than the school average on all state assessments with the exception of the 6th grade math test. Root Cause 6: Teachers ofEnglish language learners do not consistently use available resources to immerse the students in the English language.





Performance Objective 9: Smith Middle School will encourage students to be involved in extra-curricular activities to help in the development of thewhole child.

Evaluation Data Source(s) 9: Student participation in extra-curricular activities.




1) Provide opportunities and needed resourcesfor students to participate in extra-curricularactivities

Chad WolfChristina RiveraMonique TurnerEugene Barrett

Increased participation in fine arts.




School Processes & ProgramsProblem Statement 2: Not every Smith Middle School student is involved in extra-curricular activities and programs. Root Cause 2: As a third-year campus, students are not aware ofclubs and organizations available to them.



Goal 2: Killeen ISD will recruit, retain, and develop excellent, creative educators to maximize studentachievement.

Performance Objective 1: Smith Middle School will provide staff development to develop high quality instruction.

Evaluation Data Source(s) 1: Percentage of staff participating in staff development.




1) Provide professional developmentopportunities such as the PLC conference, TitleIII Symposium, and TexESOL to increase thecollaborative environment among teachers inplanning for their At-Risk and ELL students'learning.


Attendance atPLC Conference 2020 and TexESOL will increase teachers' collaboration tobenefit the at-risk students or ELL students theyrespectively teach.

Problem Statements: Student Academic Achievement 3, 4, 6Funding Sources: 166 - State Comp Ed - 12061.80

2) Provide state-required professionaldevelopment for teachers of talented and giftedstudents.


Teachers of TAG students will be certified toteach the course.

Problem Statements: Demographics 1



DemographicsProblem Statement 1: At least 3 teachers from 2019-20 are not yet qualified to teach Gifted and Talented students. Root Cause 1: The teachers are new to teaching TAG students andhaven't had the required initial 30 hours of training.

Student Academic AchievementProblem Statement 3: English Language Learners and LEP students scored lower on STAAR Reading than the school average at all grade levels. Root Cause 3: There is not a systemicapproach to teaching academic vocabulary.



Student Academic AchievementProblem Statement 4: At-risk students and students in special education at all grade levels scored below the campus average on all state assessments. Root Cause 4: Interventions havenot been implemented with fidelity to individualize instruction of at-risk students.

Problem Statement 6: ELL students scored at least 25% lower than the school average on all state assessments with the exception of the 6th grade math test. Root Cause 6: Teachers ofEnglish language learners do not consistently use available resources to immerse the students in the English language.



Goal 2: Killeen ISD will recruit, retain, and develop excellent, creative educators to maximize student achievement.

Performance Objective 2: 100% of first-year teachers will be assigned a mentor teacher.

Evaluation Data Source(s) 2: Mentor/Protege' Handbook, Mentor Training Records




1) Mentors will be assigned and attend districttraining for ways to assist new teachers.

Rachel BaileyChad Wolf

First-year teachers will be more acclimated to theschool environment and culture.




Goal 3: Killeen ISD will engage all stakeholders in the work of developing lifelong learners throughpositive, collaborative relationships and meaningful communication.

Performance Objective 1: Smith Middle School will increase involvement of parents and community in school-related activities.

Evaluation Data Source(s) 1: Parent attendance at school events




1) Host parent nights that include usefulinformation to help parents support theirstudents' academic success.

Chad WolfMonika Callegari

Attendance at Parent Nights

Problem Statements: School Processes & Programs 2 - Perceptions 12) Maintain an online school calendar inaddition to social media to encourage parent andcommunity involvement at school events.

Kevin ThibeaultChad Wolf

Increased attendance at campus events

Problem Statements: Perceptions 1



School Processes & ProgramsProblem Statement 2: Not every Smith Middle School student is involved in extra-curricular activities and programs. Root Cause 2: As a third-year campus, students are not aware ofclubs and organizations available to them.

PerceptionsProblem Statement 1: Smith Middle School has less than 20% of parents on its approved volunteer list. Root Cause 1: Volunteer recruitment was not advertised via social media orautomated phone calls.



Goal 3: Killeen ISD will engage all stakeholders in the work of developing lifelong learners through positive, collaborative relationships and meaningfulcommunication.

Performance Objective 2: Increase the number of approved volunteers at the campus.

Evaluation Data Source(s) 2: Volunteer list, Volunteer log




1) Maintain a welcoming environment andencourage parents to become involved as schoolvolunteers in conversations.

Rachel BaileyRachel Fratto

Increased volunteer support

Problem Statements: Perceptions 1



PerceptionsProblem Statement 1: Smith Middle School has less than 20% of parents on its approved volunteer list. Root Cause 1: Volunteer recruitment was not advertised via social media orautomated phone calls.



Goal 4: Killeen ISD will provide a safe and healthy learning environment, and identify and address social,emotional, and behavioral distractors; thereby improving student achievement.

Performance Objective 1: Provide a safe school environment.

Evaluation Data Source(s) 1: Safety Survey Results




1) Guidance Lessons will be provided throughadvisory to focus on character education.

Christina RiveraMonique Turner

Students will develop character traits that lead toa positive school climate.




Goal 4: Killeen ISD will provide a safe and healthy learning environment, and identify and address social, emotional, and behavioral distractors; therebyimproving student achievement.

Performance Objective 2: Create a school that teachers, students, and parents are proud of.

Evaluation Data Source(s) 2: Safety Survey Results




1) Create a safe and inviting environment forstudents, teachers, parents, and communitymembers.

Chad WolfKevin ThibeaultRachel Fratto

The school is a safe place that promotes studentgrowth.




Goal 5: Killeen ISD will effectively and efficiently manage district resources and operations to maximizelearning opportunities for all students and staff.

Performance Objective 1: Integrate technology systems and solutions that aid in fulfilling instructional and operational requirements.

Evaluation Data Source(s) 1: Lesson plansWalkthroughs




1) Digital literacy will be incorporated in PLCand department conversations for use of lessondesign.

Kevin ThibeaultChad WolfGary RhinerRachel FrattoJacqulyn Bridge

Students and staff will integrate technology intheir learning.

Problem Statements: School Processes & Programs 1 - Perceptions 2, 32) Lessons will include seamless technologyintegration such as projectors, iPads, laptops,desktops, phones, etc.

Kevin ThibeaultChad Wolf


Problem Statements: Perceptions 2, 33) Technology training will be available toincorporate technology TEKS into lessonplanning.

Kevin ThibeaultRachel Bailey


Problem Statements: Perceptions 24) Various technology will be used to increaseengagement (iPads, laptops, desktops, phones,etc.).

Kevin ThibeaultRachel BaileyTeachers

Students' engagement will increase.






PerceptionsProblem Statement 2: Teacher survey shows that staff does not fully integrate available technology due to the need for additional training to engage students. Root Cause 2: 34 teachershave five years or less in the profession and lack experience integrating technology.

Problem Statement 3: Teacher survey shows that staff does not integrate technology due to lack of availability of technology. Root Cause 3: The campus does not have enoughtechnology available to for teachers to check out and use with students.



Goal 5: Killeen ISD will effectively and efficiently manage district resources and operations to maximize learning opportunities for all students and staff.

Performance Objective 2: Smith will have an SBDM Committee that consists of teachers, administration, community members, parents, and districtrepresentatives.

Evaluation Data Source(s) 2: SBDM sign-in sheets.


Goal 5: Killeen ISD will effectively and efficiently manage district resources and operations to maximize learning opportunities for all students and staff.

Performance Objective 3: Smith Middle School will implement Professional Learning Communities that meet both as a grade level and as a department.

Evaluation Data Source(s) 3: PLC attendance and participation




State Compensatory

Personnel for Roy J. Smith Middle School:

Name Position Program FTE

McRae, Natasha Aide PCN 21577 1.0



Site-Based Decision Making Committee

Committee Role Name PositionAdministrator Chad Wolf PrincipalClassroom Teacher Angela Michler ACC Language ArtsClassroom Teacher Nabeh Berry HistoryCommunity Representative Jacob Tounget Community RepresentativeBusiness Representative Danielle Tucker Business RepresentativeClassroom Teacher Kathy Blackstock Science TeacherClassroom Teacher Janna Shelton MathClassroom Teacher Julissa Carrion Language ArtsClassroom Teacher Su Frank MathClassroom Teacher Monica Callegari AVIDClassroom Teacher Beverly Swift MathDistrict-level Professional Dagmar Harris Secondary Curriculum DirectorParent Agness Slaughter Parent



2019-2020 improvement plan roy j. smith middle school ... smit… · smith middle school has more...

Documents